DIGITAL COMMUNICATION AND EMOTIONAL INTELLIGENCE: COGNITIVE AND AFFECTIVE PROCESSES IN VIRTUAL LEARNING
DOI:
https://doi.org/10.31732/2663-2209-2026-81-451-455Keywords:
emotional intelligence, virtual learning, self-regulated learning, emotion regulation, social presence, cognitive-affective processesAbstract
The expansion of virtual learning environments has fundamentally reshaped the cognitive, affective and social dimensions of education, making emotional intelligence an essential factor for learner success. This article examines the intricate interplay of cognitive, affective and social processes that constitute emotional intelligence in digitally mediated learning contexts. Drawing on seminal theoretical frameworks – including Mayer and Salovey’s ability-based model, Goleman’s mixed model, Bar-On’s emotional-social competency model, Bandura’s social-cognitive theory, Gross’s process model of emotion regulation and Social Presence Theory – the study synthesizes contemporary empirical research on self-efficacy, self-regulation, emotion regulation and social presence in online learning.
Evidence demonstrates that learners’ emotional states fluctuate dynamically in response to content complexity, interaction, feedback and social dynamics, and that adaptive emotion regulation strategies, combined with strong social-emotional competencies, support engagement, motivation, persistence and community building. The article further emphasizes the importance of fostering self-regulated learning, promoting authentic social presence and monitoring learners’ emotional trajectories through reflective practices and technological tools such as sentiment analysis and affective computing. By integrating cognitive and affective perspectives, the study presents a comprehensive framework that highlights the centrality of emotional intelligence for navigating the challenges of virtual education.
The findings provide practical guidance for educators and instructional designers seeking to enhance learner wellbeing, engagement and academic achievement, demonstrating that emotional intelligence is not a peripheral skill but a core component of effective digital pedagogy.
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